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Mathematics Teaching 192 - Sep 2005
Mathematics Teaching is the journal of the Association of Teachers of Mathematics. It is a professional journal sent to all members of the Association. It is not a refereed journal. Submissions are reviewed by the editorial team. Many articles have additional information or associated files placed on the journal website. To make your views known go to the ATM forum add your views, ideas and comments.
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MT192 Contents
Maths on a mat - Matt Skoss
I don't know why you bother going to conferences. Research shows that if you don't use an idea before twelve days, you never will.
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Phi Oh Phi Oh Phi - Jonny Griffiths
It had snowed heavily in the morning and although the college was not closed only two students turned up for the post lunch session. The lesson I had planned was out of the question.
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Is research reaching the classroom - Alison Parish
Mathematical educational research appears, at times, to be at odds with what is happening in classrooms.
Ban the equals sign - Stephanie Prestage and Pat Perks
The mathematical worlds of arithmetic and of algebra have different ways of reading signs. If pupils stay in their first world of arithmetic reading the signs and symbols in the algebraic world becomes problematic.
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Cardiau siarad - Talking cards - Helen Elis Jones
Teaching through the medium of Welsh or to promote the Welsh language is no different to teaching through the medium of English or in promoting any other language.
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Essential ingredients - Shirley Sides
In my experience, if children have an overall idea of what mathematics is about, they will be more interested in gaining mathematical skills and will have a sense that the skills are actually useful for something.
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Edible reflective symmetry - Paula Maida
The activity described in this article involves an introduction to reflective symmetry through sorting and classifying (use of paper plates) tangible manipulation (folding paper cut-outs) and an abstract search for reflective symmetry.
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On thinking - Alison Parish
I feel quite passionate about 'thinking', and indeed had a good discussion with my husband until quite late the other night, about what thinking is.
Sending out an SOS - Mike Askew
As a researcher I've visited many numeracy lessons over the years. It's a real privilege to have teachers let you into their classrooms and many of the lessons that I've seen are exemplary.
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14-19 Education skills - Barbara Ball
We would be happy to discuss these concerns with you so that the aspirations of the White Paper can be realised as an effective and coherent policy supported and welcomed by the teachers who will deliver it.
Getting inside children's thinking - Adella Osborne and Debbie Streatfield
It is often easier for teachers to plan simple closed tasks in the classroom but this can often limit children's capabilities and restrict possibilities for deeper mathematical thinking.
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Transformational Golf - Chris Clements
My objectives were to practice a large number of transformations in a lesson in a fun, motivating environment.
Transformational Golf website by Keith Duncan referred to in this article
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Vygotsky and assessment for learning - Chris Carter
Afl is the new initiative that will be coming your way soon, if it has not already hit you! It is wrapped in a friendly pupil-centred language that is at odds with the harsh reality we have had to endure of late.
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Revisiting Fractions - Edwina Theunissen
When my home-educated daughter, Louisa, was a child, we gave up fractions by mutual agreement.
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Why AS use of mathematics? - Su Nicholson
When free standing mathematics qualifications were first developed, I found their design immediately attractive and became involved and became involved in their pilot. This article explains what they are all about.
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Mathematical games - Class 6, Marlborough Primary School
This article describes eight mathematical games successfully used in the named school and very interesting they are too.
BCME 6 Report and looking forward to 2006 - Karen Gladwin, ATM Conference team
"This was the best professional development event I have attended and I have returned refreshed and stimulated, buzzing with ideas for myself and the department."
Self-awareness - Derek Ball
The teacher suggested they tried to reconcile their formulae. After a while, a cheer went up. Is that self-awareness?
An email conversation
The Indepednent on Sudoku: “There’s no maths involved – you solve the puzzle with reasoning and logic.” No maths, just reasoning and logic – in my mind’s eye I keep seeing Kurt Godel being shown the door of his university maths department with the words, “Sorry, mate, Reasoning and Logic over there”.
Reflections - Colin Foster
Some of the pupils are sharp enough to realise that if they don’t choose to do any mathematics because of a fear of the subject, that is not a truly ‘free’ choice.
Professional Officer's Update - Barbara Ball
When you are in a colleague’s classroom and not teaching you can focus your mind on the pupils. You can observe a pupil and see their understanding and why and what is giving them difficulty. This is not something you can do when you are teaching the whole class.
